An Ecological View of Literacy Learning

Autor/in	Syverson, Peg
Titel	An Ecological View of Literacy Learning
Quelle	In: Literacy, 42 (2008) 2, S.109-117 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1741-4369.2008.00491.x
Schlagwörter	Social Science Research; Anthropology; Second Language Learning; Disabilities; Biology; Cognitive Psychology; Literacy; Public Policy; Literacy Education; Educational Theories; Teacher Student Relationship; Communication Skills + Suchen Sie Ihr Suchwort? Social scientific research; Sozialwissenschaftliche Forschung; Anthropologie; Zweitsprachenerwerb; Handicap; Behinderung; Biologie; Kognitive Psychologie; Alphabetisierung; Schreib- und Lesefähigkeit; Öffentliche Ordnung; Educational theory; Theory of education; Bildungstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsstil
Abstract	This article refutes the common, persistent belief in literacy learning as a linear, sequential process best broken down into small steps that can be taught mechanically in order to produce timely, quantifiable "outcomes", regardless of the vast diversity among learners, teachers, institutions of learning, communities, cultures, media and languages. This naive and simplistic belief, which flies in the face of virtually all evidence from direct observation, research on literacy learning, evolutionary biology, cognitive science, psychological and social science research, neurophysiology, educational theory, public policy, anthropology and communication, nevertheless remains well entrenched, despite its destructive consequences. Presented here is the evidence in support of an alternative view, an ecological perspective which takes into account the complex ecosystems within which teachers and learners learn, adapt, interact, communicate and connect. Furthermore, it presents a sensible and humane model for documenting and assessing learning and teaching ecologically, the Learning Record. This model is well supported both theoretically and practically, with over 20 years of successful implementation for thousands of students at every level, from pre-school to graduate school; in every discipline, from maths to biology to writing; and across diverse student populations, from inner-city schools to reservation schools, migrant populations, students with disabilities and newly arrived English language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10